Transitions and transformations at Home and Abroad: The Impact of Internationalisation on the Student Self Dr Qing Gu, Dr Michele Schweisfurth Prof Christopher Day, Dr Fengliang Li, Mina Eaves and Cheryl Rounsaville The 10th United Kingdom Forum for International Education and Training (UKFIET), Oxford, September 2009 The British Academy

Projects Background ESRC funded 2 year, mixed methods research: A Comparative Study of International Students’ Intercultural Experiences ( ) British Academy funded 2 year, multi-methods research: The Impact of UK Educational Experiences on Chinese Returnees’ Lives and Careers (2008-9)

Growth and diversification in global higher education: Some Statistics The worldwide participation rate has risen from 28.6m in 1970 to 152.5m in 2007, an average annual increase of 4.6%. Rapid growth is reported in East Asia and the Pacific where the number of students has risen from 3.9m in 1970 to 46.7m in This is primarily due to China, where the number of students in higher education has grown on average by almost 19% each year since 2000 – a veritable explosion. (UNESCO: Global Education Digest 2009)

International Student Mobility: Statistics and Emerging Trends In 2007, over 2.8m students were enrolled in educational institutions outside of their country of origin, an increase of 4.6% on the previous year. Two emerging trends: i. i.International students are more likely to stay within their regions of origin. Consequently, certain countries have become more prevalent as ‘host countries’. ii. ii.The growing choice of study destinations: Greater choice has meant greater dispersion of students and a dilution of market shares. (UNESCO: Global Education Digest 2009)

The Journey of Study Abroad: Managing Transitions ‘I’ll always be changed by what I experienced here, and by other cultures I saw here.’ (Nadia, Slovakian student)

Key Findings (1) Students come to the UK for language and cultural experiences, but primarily, for academic accreditation.

Key Findings (2) Academic achievement and personal independence are the most important achievements for most students. Whilst some students may have fitted in better socially than others, most have managed to achieve in their academic studies.

Key Findings (3) The most profound change lies in their success (or otherwise) in managing the influences which challenge existing identities. There is an important relationship between students’ sense of belonging, identity and self efficacy [the belief that they can achieve and succeed].

Key Findings (4) Three aspects of change: i) i)Interculturality: Cross/Intercultural experiences ii) ii)Maturity: Human growth and development iii) iii)Intellectual development

The Journey of Coming “Home”: Identity across Time and Space “I had imagined many times that I would be shedding emotional tears when the plane landed on the soil of China. … But no, I was very happy, for the fulfilment of my six years’ journey abroad.... Everything I’d done, studying, working, travelling around Europe and making friends from the globe, would be treasured in my life.” (Wen, male, 27)

Motivations for Coming Home

The Meaning of “Home” (1) Familiar people and familiar places: 94% (N=528) survey respondents enjoyed the reunion with their families, with 38% felt particularly strongly about this. “All our families came to meet us at the airport. Then my husband and I went to our own parents’ home respectively. Our two families gathered for a reunion meal the next day.” (Yan, female, 32)

The Meaning of “Home” (2) Disjuncture and differences 84% (N=471) survey respondents felt that there was a difference in the way of thinking between them and those who never stayed abroad for a lengthy period of time – immediately on their return. By the time of the survey, 87% still felt the same.

Changes in Self: Change as Achievement Four Layers of Identity (Hecht et al., 2003): individual, social and communal properties Personal layer Enactment layer Relational layer Communal layer

Personal Layer: Efficacy and Values Being more independent in analysing and solving problems (N=619, 96.3%). An international outlook and awareness (N=601, 93.1%). Being able to think more critically than before (N=569, 88.1%) Being more confident about working under pressure (N=549, 85.3%).

Enactment Layer: Performance Broadened life experience and interests (N=531, 82%; v. sig 38%) More confident about taking on leadership at work (N=498, 78%). Ability to deal with change and initiatives (N=501, 77%; v.sig 29%) Better time-management and self- planning skills (N=483, 74.8%)

Relational Layer Having increased tolerance for different ideas and behaviours (N=612, 95.1%). Increased interpersonal skills (49% “a lot”/”very significantly”) “I used to have a very stubborn attitude. But gradually, I felt that I’d become more flexible and open-minded. I’ve learned to accept the diversity of the world which is created by different people with different behaviours and values.” (Chang, male, 30)

Communal Layer Feeling more comfortable about working in teams (N=528, 81.9%). Possessing better knowledge of home culture (China) than others who have not stayed abroad for a lengthy period (N=473, 73.3%).

Qualities that Count Drive to achieve Adaptability Endurance (in adverse conditions) Resilience Hope Agency

Emotional Journeys Happiness in the UK (57% “agree”, 36% “strongly agree”) Happiness in China (66% “agree”, 17% “strongly agree”)

THANK YOU * With special thanks to the British Council (China) for their support of the research